Naslov
THE PERSPECTIVES OF PRIMARY SCHOOL TEACHERS ABOUT TEACHING MUSIC TO STUDENTS WITH DISABILITIES

Autori
Šimunović, Zrinka ; Hanzec Marković, Ivana

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, neobjavljeni rad, znanstveni

Skup
The 10th International Scientific Conference Research in Education and Rehabilitation Sciences – ERFCON2023

Mjesto i datum
Zagreb, Hrvatska, 05.05.2023. - 07.05.2023

Vrsta sudjelovanja
Poster

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
students with disabilities, teachers, musical culture, methodical-didactic procedures, curriculum

Sažetak
Classroom teachers face the challenges of inclusive teaching every day. The aim of this research was to examine which methodical-didactic difficulties or specifics are encountered by classroom teachers during the Music Culture class when working with students with disabilities. The research was conducted online and included 185 classroom teachers from different parts of Croatia who currently have a student with disabilities in their class. As a measuring instrument, a questionnaire structured according to the subject curriculum of Music Culture was constructed. The difficulties or specifics of the work were examined through particles that related to helping in preparing for the teaching of music culture, organization of the teaching process, adaptation of activities and tasks, achievement of outcomes of individual domains and implementation of the evaluation. The research results showed that teachers have a more minor need for help or support from professional services and parents when preparing music lessons and that they almost always include students with disabilities in all forms of work in class. The adaptation of activities and tasks of classes is sometimes or often introduced by teachers, and it is not related to the type of difficulty of the students. According to the teacher's assessment, there are differences when achieving the results of individual domains according to the type of difficulty. Teachers often adjust expectations in the summative assessment of all students with disabilities, while differences in the success of formative assessment are related to the type of student's disability. The results of this research are important to take into account when modernizing teacher studies and planning professional development that will help teachers teach students with disabilities as well as possible.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija, Glazbena umjetnost, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)

POVEZANOST RADA